AFRICAN STUDIES

Grade 7: African Studies

Unit Description

In this arts integrated unit, students will experience and understand the meaning of an African Welcome Dance specific to a tribe or region in Africa. They will compare and contrast traditional “Welcome” dances to modern “Step” dances. Students will incorporate modern dance into their personalized and original versions of a Tribal Welcome Dance. Within the visual arts component, students will create an African Mask. They will compare and contrast traditional masks and their role within African Masquerades to the work of contemporary artist Nick Cave. The culmination of this African Studies module could be a Gallery Walk of students’ African mask creations along with a presentation of the students’ recorded, original African Welcome Dances.

Unit Essential Question

What is the importance of learning and understanding African Welcome Dances, as well as the masks that African tribes create?

Real World Context

The continent of Africa is rich in dance and artistic principles. Many tribes continue to share welcome dances from the past from generation to generation and continue to create new versions in today’s society. Being able to understand these welcome dances, as well as the history of African masks, allows us to better understand who we are as individuals.

Cross-Cutting Interdisciplinary Concepts

Relationships
Diversity
Culture

Projects

Project 1: Dance Component - African Welcome Dance
In this arts integrated component, students will understand the meanings of African “Welcome” dances specific to a tribe or region in Africa. They will compare and contrast traditional “Welcome” dances to modern “Step” dances. The students will incorporate modern dance into their unique versions of a Tribal Welcome dance.

Project 2: Visual Arts Component - African Tribal Masks
In this visual arts component, students will participate in a one-of-a kind African mask adventure as they compare and contrast traditional African masks and their role within African Masquerades to the work of contemporary artist Nick Cave. Students will create a 3D African mask using a variety of materials inspired by cultural attributes from an assigned region in Africa.

Standards

Curriculum Standards

SS7G4. Students will describe the diverse cultures of the people who live in Africa.

Explain the differences between an ethnic group and a religious group.

Explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups.

Evaluate how the literacy rate affects the standard of living.

SS7H1 The student will analyze continuity and change in Africa leading to the 21st century.

Explain how nationalism led to independence in South Africa, Kenya, and Nigeria.

Explain the impact of the Pan-African movement.

National Standards

NSS-G.K-12.2

Understand the physical and human characteristics of places.

Understand that people create regions to interpret Earth’s complexity.

Understand how culture and experience influence people’s perceptions of places and regions.

Arts Standards

DMSPFD.4. Understands and applies music concepts to dance.

Recognizes how different rhythm structures are utilized by a variety of music idioms and cultures and how those rhythms influence dance styles (e.g., ballet, jazz, African).

DMSPCR.1. Demonstrates an understanding of creative and choreographic principles, processes, and structures.

Describe the role of dance in at least two different cultures or time periods.

Accesses and uses community resources (such as people, books, videos) to learn about a folk dance of a different culture or a social dance of a different time period and the cultural/historical context of that dance.

VA7MC.1 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials.

VA7CU.1 Discovers how the creative process relates to art history.

VA7MC.3 Interprets how artists create and communicate meaning in and through their work.

VA7CU.2 Investigates and discovers personal relationship to community, culture, and world through creating and studying art.

VA7PR.3 Uses the elements and principles of design along with a variety of media, techniques and skills to produce two-dimensional and three-dimensional works of art.

VA:Cr1.2.7a. Develop criteria to guide making a work of art or design to meet an identified goal.

VA:Cr2.1.7a. Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.

Character Education

Components

Exhibiting the character trait of tolerance is one of the most important character educational components we teach to children. Tolerance is something that should be shown from children to adults alike. If we are able to appreciate others, then this naturally leads to exhibiting a tolerant attitude. In order for children to become successful adults, students need to be able to accept individual differences, negotiate and compromise. They should strive to discover and learn about people different from themselves and cultures different from their own. Most importantly, students who are able to understand that all people have value as human beings, naturally become productive members of society.Attributes

Welcome to Africa Dance!

Social Studies and Dance

Description

In this arts integrated component, students will understand the meanings of African “Welcome” dances specific to a tribe or region in Africa. They will compare and contrast traditional “Welcome” dances to modern “Step” dances. The students will incorporate modern dance into their unique versions of a Tribal Welcome dance.

Describe the role of dance in at least two different cultures or time periods.

Accesses and uses community resources (such as people, books, videos) to learn about a folk dance of a different culture or a social dance of a different time period and the cultural/historical context of that dance.

Energy quality: different degrees of energy expended in a dance that help define the movement quality. There are two main categories of movement quality: percussive and sustaining. Percussive movements start and stop abruptly, giving a sharp definition between positions. In sustaining movements, dancers execute fluid, organic motions as they move from one pose to another. Percussive and sustaining movement qualities show that changing energy is important to the effect of a dance.

Levels: one of the aspects of the movement element space. In dance, there are three basic levels: high, middle and low.

Beginning, Middle, and End: the progression of a dance composition/performance

Chuck Davis: Dr. Charles "Chuck" Davis, artistic director and founding elder of DanceAfrica, was one of the foremost teachers and choreographers of traditional African dance in America. He traveled extensively to Africa to study with leading artists. Davis founded the Chuck Davis Dance Company in New York in 1968 and the African American Dance Ensemble in Durham, NC, in 1983.

Students will create a Venn diagram comparing and contrasting the similarities and differences found between both groups. (Groups=African Step & African Village)

Students will write a paragraph explaining authentic African step to modern stepping done by sororities and fraternities.

Part 2:

It is highly recommended that the teacher review the following video before teaching this section of the component. See Video Clip 1 African Dance with Teacher and Students (20 min)

Teacher shares the information from the West African Dance Explanation document aloud with the class. This document includes valuable background information. (see Downloads)

Introduce the African dance and masquerade. Students will view Video Clip 2 Chuck Davis Lamban Dance (see Downloads). In this video Chuck Davis discusses background information about the Welcome Dance and then viewers will enjoy watching the African American Dance Ensemble as they perform the Lamban, a dance indigenous to Mali. See Video Clip 3 Teacher Introduction to Chuck Davis (56 seconds)

Using a projector students will view the Funga Alafia Lyrics (see Downloads). See Video Clip 5 Review of Lyrics (2 minutes)

Place the students into position, everyone facing forward as the teacher performs the opening movements of the dance. See Video Clip 6 Explanation of Specific Dance Movements (1 minute 10 seconds)

Then the students will follow the teacher's lead.

Encourage students to listen for the musical cues as the Funga Alafia Music is being played aloud. (see Downloads) Inform the students to listen for the vocal cues: to the earth, to the heavens... (These movements help to integrate the improvisational aspect.) See Video Clip 7 Class Practicing Dance with Lyrics Part 1 (1 minute 42 seconds) and Video Clip 8 Class Practicing Dance with Lyrics Part 2 (2 minutes 26 seconds).

The dance progresses. In this next variation of the dance, students change their formation and are introduced to a new movement. Boys line up in one side facing the girls, as the girls face the boys. As one boy and one girl move down the line, they are to be encouraged to improvise and create their own moves which signify their place in their tribe’s social ladder as well as their personality. Inform the students that the African dance signifies communication and celebration. See Video Clip 9 Dance Continues with Boys vs Girls (5 minutes & 11 seconds).

Then compare/contrast contemporary US dance to African traditions in order to see the correlation between the two.

Students will break into groups to create four movements that represent their ideas for a welcome dance of their own. They have to be able to articulate what each move means. Instruct students to create transitions between the movements for better flow.

At this point, the groups are to select a piece of instrumental music online (students choose) that will be incorporated into their welcome dance. The groups will practice integrating the transitions/movements with their musical choice. See Video Clip 10 Traditions behind the Dance (3 minutes 4 seconds), Video Clip 11 Directions for Small Group Dance Part 1 (2 minutes) and Video Clip 12 Directions for Small Group Dance Part 2 (1 minute 6 seconds).

Part 3:

Place the students into 7 small groups.

Assign a specific country to each group. As a group, they will work on a final presentation regarding their country. Countries include: Mozambique, Ivory Coast, Kenya, Zanzibar, Angola, Ghana, & Republic of Congo (see Downloads for files by country).

Students/groups will research their country, providing information about the government system, economy, religion, flag, the colors and symbols of their flag, and what those colors and symbols represent. Students can write this information on the African Dance Presentation Research Sheet (see Downloads).

Students will work on the following in their assigned groups:

Write a script providing all of the necessary information on their country.

Research and select green screen images that symbolize their country and an image of their country’s flag.

Create and practice their sequence of movements (their own version of a Welcome Dance) while providing an instructional guide over movement sequences and what each movement symbolizes.

Record a voiceover for their video and selected instrumental music that would emphasize the message they are trying to convey during their uniquely created Welcome Dance.

Part 4:

Students will record their final product/research in front of a green screen as well as edit their completed video.

Teacher records the entire class performing their dances. The video recording could be made in front of a green screen to include the correct geography in the background. Students could also include their African masks as part of their dance costumes.

3D African Masks

Social Studies and Visual Arts

Description

In this visual arts component, students will participate in a one-of-a kind African mask adventure as they compare and contrast traditional African masks and their role within African Masquerades to the work of contemporary artist Nick Cave. Students will create a 3D African mask using a variety of materials inspired by cultural attributes from an assigned region in Africa.

Design and create an African mask inspired by contemporary artist Nick Cave and the culture of Africa based on the Ashanti, Bantu, and Swahili ethnic groups

Understand the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups

Explain the difference between religious groups and ethnic groups

Compare and contrast how African culture and traditions impact culture and traditions in the United States

Essential Questions

How can we combine elements from contemporary artist Nick Cave’s work, our own culture, and the cultural traditions from Africa to form a personal perspective that influences our mask design?

What is the difference between ethnic and religious groups?

What do African masks symbolize for different ethnic and religious groups?

What is nationalism?

What is the Pan-African movement?

How do masks represent the culture and religion of African ethnic groups?

Curriculum Standards

SS7G4 The student will describe the diverse cultures of the people who live in Africa.

Explain the differences between an ethnic group and a religious group.

Explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups.

SS7H1 The student will analyze continuity and change in Africa leading to the 21st century.

Explain how nationalism led to independence in South Africa, Kenya, and Nigeria.

Explain the impact of the Pan-African movement.

Arts Standards

VA7MC.1 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials.

VA7CU.1 Discovers how the creative process relates to art history.

VA7MC.3 Interprets how artists create and communicate meaning in and through their work.

VA7CU.2 Investigates and discovers personal relationship to community, culture, and world through creating and studying art.

VA7PR.3 Uses the elements and principles of design along with a variety of media, techniques and skills to produce two-dimensional and three-dimensional works of art.

National Standards:

VA:Cr1.2.7a Develop criteria to guide making a work of art or design to meet an identified goal.

VA:Cr2.1.7a Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.

Content Vocabulary

Independence

Nationalism

Ethnic groups

Religious groups

Deity

Ashanti tribe

Bantu tribe

Swahili tribe

Zulu people

Masquerade

Arts Vocabulary

Texture: refers to the surface quality in a work of art

Actual: when a surface feels as it appears

Implied: when a surface looks like a texture but is smooth

Form: a term used to describe three-dimensional artwork. Forms can be geometric or organic. Three-dimensional art has volume, which is the amount of space occupied by the form. The form also has mass, which means that the volume is solid and occupies space.

This week we are kicking off the school year with these terrific teachers at LaBelle Elementary in Cobb County! We are spending this week curriculum mapping and doing collaborative planning sessions for arts integration in classrooms. Stay tuned for the finished school map! 😊 ... See MoreSee Less